The first iterations of the information commons organized library work space around access to digital resources, with research and computing assistance also available. More recently, however, change in academic libraries has paralleled the reorientation of knowledge in higher education. With further involvement in campus-wide initiatives and an emphasis on the social dimension of learning, the learning commons represents transformative change that extends beyond the reach of the traditional academic library. A review of literature on the learning commons provides case studies that reveal collaborative space, partnerships leading to integrated service, and user-centered assessment.For the past decade, change in academic libraries has paralleled the reorientation of knowledge in higher education. Recently, in line with the emphasis on student-led inquiry and collaborative learning, the learning commons concept has resulted in a trend toward flexible designs and interactive spaces. A review of the literature illustrates quite clearly the development of the learning commons concept. This review was conducted in the Library Literature and Information Science Index and Library Information Science and Technology Abstracts, as well as by following citations to further scholarship.In the 1990s, the first iterations of the information commons organized work space around access to digital resources, with integrated research and computing assistance (Beagle 1999). At a 2004 conference to celebrate the

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